Local places Stage 1
Connected Outcomes Group (A)
/Planning page
Organisation: / Resources needed: / Literacy links include: / Numeracy links include:• organise an excursion to view natural, built and heritage features of the local area or school. / Copies of DET and BOS resources have been sent to all schools.
• Move ahead with street sense. Stage 1: a road safety resource to support the PDHPE K–6 syllabus (available through the regional Road Safety consultant)
• Caring for Place – caring for Country – (DET); available as pdf at http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringplace.pdf .Spare copies of Caring for Country are also available from regional offices - contact your regional curriculum SEO2 or Aboriginal Education consultant.• Hands on learnscapes CD-ROM (DET)#
• Beyond the frame - image kit (DET) #
• Quantum leaps video#
• Vocal-Ease modules 1 and 2 (DET) # (teachers’ book is available as a pdf on arts action CD-ROM [DET]#)
• Discovering Democracy video segment Joining in
• Big mob books for little fullas (BOS) (currently out of print).
Collaborate with your teacher-librarian for teaching and resource support.
#Additional copies of these DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm / • mapping - uses technical language and other organisers
• uses information to produce texts that inform other students in the school
• identifies descriptive language – nouns and adjectives in poetry
• relates the subject matter and characters in books to their own experiences. / • describes the position of objects in the school playground using everyday language
• represents position of objects using symbols on maps
• creates a column or picture graph of data collected from parent survey.
Term planner (teachers may want to use this to plan the work over a term)
Week
/Creative Arts
/HSIE
/PDHPE
/SciTech
1 / Dance - Exploring space and location / Developing concepts of location and environmentMapping
2 / Dance - (cont.) / Keeping safe in my environment / Design, plan and produce a proposal for a safer school environment
3 / Visual Arts - Investigating the school environment / Our environment / Design, plan and produce a proposal for a safer school environment / Design, plan and produce a proposal for a safer school environment
4 / Visual Arts - Mapping a path / Environmental diversity
Living with the land / Design, plan and produce a proposal for a safer school environment / Design, plan and produce a proposal for a safer school environment
5 / Dance - Lines and shapes in the natural and built environments
Visual Arts - Art appreciation: an artist’s environment / Aboriginal features of the local area / Design, plan, and produce a proposal for a safer school environment / Design, plan and produce a proposal for a safer school environment
6 / Visual Arts - Art appreciation (cont.) / Caring for the environment
Connection to place and country / Caring for the environment
7 / Visual Arts - Art appreciation (cont.)
Music - Creating a soundscape / Connection to place and country (cont.)
Effect of changing the environment
8 / Music - (cont.) / Respecting the environment
Unit of work
Outcomes / Learning experience / Planned assessment /HSIE
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features• uses a range of geographical terms to describe location and features.
SciTech
BES1.1 Creates, modifies or models built environments to the suit needs of users• there are fundamental differences between natural and made environments
• people create outside spaces as well as inside spaces for a variety of purposes.
Mathematics
SGS1.3 Represents the position of objects using models and drawings and describes using everyday language.English
TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. /Developing concepts of location and environment – the school
• Find a safe spot in the playground to sit and observe a number of environmental features e.g. trees, hill, creek, school buildings, boundary. Identify the compass points of north, south, east and west and draw or indicate on the playground. Introduce location words e.g. ‘behind’, ‘in front’, ‘up’, ‘down’, ‘below’, ‘above’, ‘between’, ‘next to’.• Play a game of I spy using location terminology. For example:
- I spy a large building to the right, what is it?
- I spy something tall and green to the north, what is it?
- I spy something in front of the flag pole, what is it?
• Move to a different location and locate north, south, east and west, using features of the environment identified in the I spy activity. Review the meaning of the word ‘environment’ as a place or a space. Identify the differences between natural and built features in the environment.
• Continue the I spy game using words to describe:
- whether the area is natural or made - I spy something made of brick, what is it?
- how the area is used - I spy something used for children to play on, what is it?
• Divide the class into small groups and assign each group a different area of the school. Ask students to imagine they are a bird looking down on the area.
• Have each group draw a plan of their assigned area and label their section of the school.
• On a large sheet of paper construct a map of the school from the students’ drawings/plans. Keep this map for reference in later lessons.
• Discuss the purpose and use of each of the areas represented on the map.
• Students use the map and terms ‘left’ and ‘right’ to give directions to places in the school. (Numeracy link)
Note: This activity provides prior learning for a design task presented later in the unit.
NB shaded text is background information for teachers.
(Literacy link: listens for positional language in instructions)
(Numeracy link: describes the position of objects in the school playground using everyday language)
HSIE
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features• develops an understanding of the concepts involved in depicting locations as a map
• makes and interprets models of features and places of a particular location
• demonstrates an awareness that the features and places that are a part of their local area exist within a broader context
• represents a well known place as a map using some symbols and different colours to show different features.
Mathematics
SGS1.3 Represents the position of objects using models and drawings and describes using everyday language.English
WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language. /Mapping
• Show students a world globe or world map. Identify land masses, seas, north/south poles, Australia and own town or city (approximately).• Write some statements of location e.g. we live near the sea, the mountains, the river, we are north of …, we are south of …, near where we live is …
• Show students some examples of aerial photographs, contour maps and landform maps. Discuss:
- what a map is and what it can represent e.g. different types of maps can represent different things e.g a bird’s eye view
- how places and features on a map can be represented by symbols and different colours
- examples of simple maps
• Select and make photocopies of a simple map that uses a simple key and some symbols.
• Discuss what the symbols and colours on the map represent and why they are used.
• Play a simple game to locate the use of the different symbols. As each symbol is located, cover with a counter.
Assessment: Each student draws a freehand map of the location they have studied, using some symbols and a simple key to represent different features on their map. Ask students to explain some of the symbols they have used and what they represent.
(Literacy link: labels own maps - using technical language and other organisers e.g. a key, symbol)
(Numeracy link: describes the position of places on a simple map) /
Assessment strategy
The teacher:• analyses the student’s freehand map drawing of a location.
• asks the student about the location they have selected and the symbols and colours used to represent different features of this location.
Assessment criteria
The student:• represents a well known place as a hand drawn map in some detail
• uses symbols to represent different features of the well known location
• uses colour to differentiate features.
These criteria relate to outcomes ENS1.5, SGS1.3, SGS1.3
Creative Arts: Dance
DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and -non locomotor movement• investigates personal and general space
• performs with awareness of other dancers and the performing space.
PDHPE
DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns
• shows movement with various parts of the body
• follows simple movement skills and patterns.
Mathematics
SGES1.3 Represents the position of objects using models and drawings and describes using everyday language.English
TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. /Exploring space and location through dance
• Play the movement game Near and far to reinforce students’ understanding of space and location. Before you begin, identify locations within the room: north, south, east, west, up, down. On the teacher’s signal, the group moves:- as close as possible to each other in the centre of the room without touching
- as far away from each other as possible
- to the north, south, east and west.
• Repeat the game several times, moving in a variety of ways, e.g. marching, sliding, hopping.
• Direct students to explore their use of personal space in the room. Instruct students to:
- find a space alone. Come to me; now we are all crowded together
- find a space alone. Sit in your space. Come to me, without touching anyone
- find a space of your own on the other side of the room. Spin around in your space
- make a big shape in your space to fill it up
- make a shape with your body that reaches up into the space
- make a shape with your body that reaches down towards the floor
- lie down, long and thin, in your space.
• Develop students’ understandings about the use of space as they move about the room. Instruct students to:
- stand in your space. Walk towards the nearest wall, without touching others
- walk to the opposite wall without touching anyone
- walk anywhere in the room, avoiding other people.
• Repeat this activity, varying ways of travelling, building up to running activities. Students:
- run, lifting the knees high
- run sideways
- run with the head pushed forward.
• Alternate marching at normal speed with marching in slow motion for a cool-down activity. Use tambourine signals, for example:
- one tap = normal speed
- two taps = slow motion
- three taps = stop.
• Walk in the space next to a partner. Walk one behind the other. Change the lead as you walk, one in front, then the other. Copy the leader’s movements.
Extension: Choreograph a class movement sequence based on using space and incorporating individual, partner and group travelling phrases.
(Numeracy link: listens for positional language in instructions)
PDHPE
SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others• identifies the need for rules in order to keep safe.
DMS1.2 Recalls past experiences in making decisions
• predicts consequences of options when making decisions.
English
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. /
Keeping safe in my environment
• Review and discuss the school or class rules. Ask:- who makes these rules?
- why do we have rules?
- why is our safety important?
• List other environments in which students need to keep safe. Ask:
- in what other environments do we have safety rules? (e.g. pool, on the road, home, school)
- what would happen if these rules were not in place?
Keeping safe as a pedestrian
• Read the big book Where’s Banjo, Mum? (located in Move ahead with street sense Stage 1 kit). Focus students to the Hold my hand sign on page 1. Discuss what this sign means. Ask students where they have seen this sign before. Reread the text and ask students to identify other parts where the sign could be placed. Discuss:- why is it important to hold an adult’s hand when crossing the road?
- how does this keep us safe?
• Keeping safe as a passenger or wheels user. Ask students to identify the rules when travelling in the car, or when using a wheeled device e.g. scooter, skateboard, bike. Safety rules may include always wear a seatbelt, keep hands inside the car and wear a helmet. Ask students to give reasons why we have these rules.
• In small groups, ask students to devise a safety slogan, song or poem for a specific environment where student safety may be at risk. This may include the home, school, the local pool, the railway, on the farm, as a pedestrian, passenger or wheels user. Ask students to consider the following when developing their safety message, for example:
- what is the risk in this environment?
- who is at risk?
- what is the message you want to get across?
• Students present their safety slogan, song or poem to the class.
(Literacy link: uses different ways to present information to a target audience)
For further information refer to Move ahead with street sense. Stage 1 - a road safety resource to support the PDHPE K–6 syllabus DET, 1999. /
Assessment strategy